Annotated Bibliographies for Module 10
Johnson, C. & Priest, H. A. (2014). The feedback principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 449-463). New York: Cambridge University Press.
Learners can be provided with two types of feedback. When given corrective feedback, learners are solely informed if their answer is correct or incorrect. When given explanatory feedback, in addition to being informed about the correctness of their answer, the learner is given an explanation as to why the answer is correct or incorrect. When designing applications to provide the most effective feedback, the cognitive theory of learning states that dual-channel processing, the limits of working memory, and the learner’s ability to create schemas and connect new information to prior knowledge should be considered. Additionally, feedback should be delivered in a manner that does not create an extraneous processing overload, manages essential feedback, and results in generative processing.
Explanatory feedback is believed to be more effective because it allows the learner the opportunity to immediately amend incorrect schemas. Corrective feedback is believed to cause an extraneous processing overload as a result of requiring the learner to determine what was incorrect before amending his knowledge. Numerous research studies have demonstrated that learners that that receive explanatory feedback outperform those learners who receive corrective feedback only, and perform better on transfer tests. Explanatory feedback is likely to require the learner to more deeply process the new information.
When integrating feedback into an instructional scenario the cognitive system and individual differences of the learner must be considered. Feedback can be ineffective if it does not result in active processing or results in extraneous processing overload. It can also be ineffective if it does not support the needs of the learner. Trials have demonstrated that the modality principle applies to feedback, and learners benefit more from narrated feedback when compared to written feedback. Some research has indicated that students who lack adequate prior knowledge may not be able to benefit from explanatory feedback. It is possible that the lack of prior knowledge leads to the learner having to use processing resources for extraneous information, instead of for essential or generative processing. Additionally, too much guided instruction in the feedback provided could interfere with the learning outcomes of students with high levels of prior knowledge. More research is needed to further explore these areas.
Scheiter, K. (2014). The learner control principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 487-512). New York: Cambridge University Press.
The learner control principle refers to computer-based learning situations that allow the learners to exercise some level of control over their learning. The control may be in the form of self-selecting the content, in addition to the order in which it is presented. Learners can also be given control over the pace of the instruction, as well how the content is presented. Learner control within multimedia learning transcends the learners’ ability to simply stop, pause and replay content. Learner-controlled instruction is also considered analogous to hypermedia which allows the user to navigate from one point to another in a nonlinear fashion. Over the last several decades learner-controlled instruction has been touted as a way of addressing challenges in learning and instruction. Recent evidence suggests that learner-controlled environments are only beneficial when certain requirements are met. This includes prior knowledge levels being high, support being provided to assist learners with navigating the learning environment, and support being provided to foster the learners’ abilities to self-regulate their learning.
It has been proposed that learner control allows for an increase in active processing and constructive processing on the part of the learner, but for low-knowledge learners the high cognitive demands of this type of learning environment may overload their memory resources. It has also been proposed that learner control translates to a higher level of learner motivation, which in turn produces better learning outcomes. Research in the area more frequently suggests that providing learner control does not result in a higher level of learner motivation. Learner control as a strategy for promoting self-regulated learning has also been offered. In contrast research has shown that learners who lack the skills to self-regulate their learning cannot teach these skills to themselves. The evidence that learner control benefits learners is narrow and applies to a slim category of learners. Learners with high levels of prior knowledge and adequate support may benefit, but learner control may result in a processing overload for other learners. Additional research is needed in the area of learner control.
Johnson, C. & Priest, H. A. (2014). The feedback principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 449-463). New York: Cambridge University Press.
Learners can be provided with two types of feedback. When given corrective feedback, learners are solely informed if their answer is correct or incorrect. When given explanatory feedback, in addition to being informed about the correctness of their answer, the learner is given an explanation as to why the answer is correct or incorrect. When designing applications to provide the most effective feedback, the cognitive theory of learning states that dual-channel processing, the limits of working memory, and the learner’s ability to create schemas and connect new information to prior knowledge should be considered. Additionally, feedback should be delivered in a manner that does not create an extraneous processing overload, manages essential feedback, and results in generative processing.
Explanatory feedback is believed to be more effective because it allows the learner the opportunity to immediately amend incorrect schemas. Corrective feedback is believed to cause an extraneous processing overload as a result of requiring the learner to determine what was incorrect before amending his knowledge. Numerous research studies have demonstrated that learners that that receive explanatory feedback outperform those learners who receive corrective feedback only, and perform better on transfer tests. Explanatory feedback is likely to require the learner to more deeply process the new information.
When integrating feedback into an instructional scenario the cognitive system and individual differences of the learner must be considered. Feedback can be ineffective if it does not result in active processing or results in extraneous processing overload. It can also be ineffective if it does not support the needs of the learner. Trials have demonstrated that the modality principle applies to feedback, and learners benefit more from narrated feedback when compared to written feedback. Some research has indicated that students who lack adequate prior knowledge may not be able to benefit from explanatory feedback. It is possible that the lack of prior knowledge leads to the learner having to use processing resources for extraneous information, instead of for essential or generative processing. Additionally, too much guided instruction in the feedback provided could interfere with the learning outcomes of students with high levels of prior knowledge. More research is needed to further explore these areas.
Scheiter, K. (2014). The learner control principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 487-512). New York: Cambridge University Press.
The learner control principle refers to computer-based learning situations that allow the learners to exercise some level of control over their learning. The control may be in the form of self-selecting the content, in addition to the order in which it is presented. Learners can also be given control over the pace of the instruction, as well how the content is presented. Learner control within multimedia learning transcends the learners’ ability to simply stop, pause and replay content. Learner-controlled instruction is also considered analogous to hypermedia which allows the user to navigate from one point to another in a nonlinear fashion. Over the last several decades learner-controlled instruction has been touted as a way of addressing challenges in learning and instruction. Recent evidence suggests that learner-controlled environments are only beneficial when certain requirements are met. This includes prior knowledge levels being high, support being provided to assist learners with navigating the learning environment, and support being provided to foster the learners’ abilities to self-regulate their learning.
It has been proposed that learner control allows for an increase in active processing and constructive processing on the part of the learner, but for low-knowledge learners the high cognitive demands of this type of learning environment may overload their memory resources. It has also been proposed that learner control translates to a higher level of learner motivation, which in turn produces better learning outcomes. Research in the area more frequently suggests that providing learner control does not result in a higher level of learner motivation. Learner control as a strategy for promoting self-regulated learning has also been offered. In contrast research has shown that learners who lack the skills to self-regulate their learning cannot teach these skills to themselves. The evidence that learner control benefits learners is narrow and applies to a slim category of learners. Learners with high levels of prior knowledge and adequate support may benefit, but learner control may result in a processing overload for other learners. Additional research is needed in the area of learner control.